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What Language (s) Should a Chinese Child Speak: Mandarin or Dialect or Both
Qiaoling Wu,
Xiaoqiong Hu
Issue:
Volume 2, Issue 4, July 2014
Pages:
246-251
Received:
22 May 2014
Accepted:
27 June 2014
Published:
10 July 2014
Abstract: Children’s language acquisition is usually significantly influenced by their parents’ attitude towards a certain language. This paper attempts to investigate Chinese parents’ views regarding what language(s) their children should speak: Mandarin, dialect or both, as well as the reasons for their opinions. The research is mainly carried out through questionnaires targeted at Chinese parents of young children. It is shown that parents give different degrees of preference to Mandarin and Chinese dialect which are thus spoken at different frequencies. Mandarin, as the standard form of Chinese, is reckoned as much more useful and as a marker of being better educated, so it is vigorously advocated as the first language children are expected to acquire. It can largely account for why most children of the new generation are not able to speak any Chinese dialect. Even so, more than half of the parents investigated still consider speaking dialect to be essential due to its particular superiority in expressing friendliness and transmitting traditional culture. Based on the research findings, we tentatively conclude that most parents, faced with what language a child should acquire as the first language, generally attach more importance to the function of a certain language. However, both Mandarin and dialect need to be spoken for the sake of maintaining individual identity as well as cultural prosperity.
Abstract: Children’s language acquisition is usually significantly influenced by their parents’ attitude towards a certain language. This paper attempts to investigate Chinese parents’ views regarding what language(s) their children should speak: Mandarin, dialect or both, as well as the reasons for their opinions. The research is mainly carried out through ...
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Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance
Seyed Jalal Abdolmanafi-Rokni,
Masoud Qarajeh
Issue:
Volume 2, Issue 4, July 2014
Pages:
252-257
Received:
18 June 2014
Accepted:
30 June 2014
Published:
10 July 2014
Abstract: The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the internet and websites. This mixed method study measured the differences between effect of digital storytelling and storytelling aloud on speaking skill of Iranian EFL learners using both qualitative and quantitative methods. The data were collected from 42 students who were aged19 to 25 years old at Payam Noor University in Gorgan, Iran. In this study a TOEFL speaking test was administered to students in two classes as the pre-test. Next, one of the classes as experimental group consisting of 21 participants was exposed to treatment in which they participated in a digital storytelling course for 12 sessions. The other class as the control group had the traditional storytelling instruction. At the end of the course, the same TOEFL speaking test was administered to both groups. Alongside the speaking test, the experimental group was given a questionnaire about the effectiveness of digital storytelling course on their motivation to improve their speaking ability. The data analyzed by using SPSS software proved the efficiency of the digital storytelling on the oral performance of EFL learners.
Abstract: The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the in...
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Does Teaching Language Automatically Entail Teaching Culture
Issue:
Volume 2, Issue 4, July 2014
Pages:
258-262
Received:
16 June 2014
Accepted:
11 July 2014
Published:
20 July 2014
Abstract: It is widely believed that understanding a language does not only entail knowledge of phonology, grammar and vocabulary, but it also requires one to have information about certain features of the culture of that language (Cakir, 2006). There are various views regarding the importance of culture in language teaching. The aim of this paper is to discuss whether teaching language automatically entails teaching culture or not. To answer this question, the relationship between language and culture is first examined by referring to various views in literature. Then, teaching language and culture is explained by drawing on different points of view. This study uses a theoretical approach to review relevant literature on the topic and present different arguments for and against teaching language and culture.
Abstract: It is widely believed that understanding a language does not only entail knowledge of phonology, grammar and vocabulary, but it also requires one to have information about certain features of the culture of that language (Cakir, 2006). There are various views regarding the importance of culture in language teaching. The aim of this paper is to disc...
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Summarizing Strategies and Writing Ability of Iranian Intermediate EFL Students
Hooshang Khoshsima,
Maryam Rabani Nia
Issue:
Volume 2, Issue 4, July 2014
Pages:
263-272
Received:
23 June 2014
Accepted:
7 July 2014
Published:
20 July 2014
Abstract: Improving writing instruction has been the focus of educational researchers during the last three decades. Instructions in writing strategies i.e. planning, drafting, revising have showed a dramatic effect on the students’ quality of writing. Moreover, the use of reading and reading strategies like summarization in writing classes has generated a great deal of debate. Employing the overlap of reading and writing strategies as a framework, the present study was conducted to investigate the possible relationship between explicit teaching of summarizing strategies and writing achievement. The study used a Quasi-experimental design. Two groups of intermediate efl students were assigned to experimental and control group. According to Nelson Proficiency test results, both groups were nearly at the same proficiency level. The experimental group, in addition to writing instruction, was taught summarizing strategies explicitly through CALLA. The control group only received the writing instruction in traditional way. The result of writing pre and posttest showed the positive effect of summarizing instruction on students’ writing ability. Comparing the mean score of experimental group on writing posttest (M= 14.6) with the mean score of control group on writing post-test (M= 12.8) revealed that groups have significant difference (P= .000 < .05) and the experimental group outperformed the control group in writing posttest. Therefore, it was concluded that explicit summarizing strategy instruction could be used effectively for Iranian language teaching and learning specially for improvement of their writing proficiency and improving the strategy use.
Abstract: Improving writing instruction has been the focus of educational researchers during the last three decades. Instructions in writing strategies i.e. planning, drafting, revising have showed a dramatic effect on the students’ quality of writing. Moreover, the use of reading and reading strategies like summarization in writing classes has generated a g...
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A Critical Semiology of “the Scarlet Letter” and its Persian Version
Hassan Arefi,
Ahmadreza Mohebbi
Issue:
Volume 2, Issue 4, July 2014
Pages:
273-282
Received:
29 June 2014
Accepted:
16 July 2014
Published:
30 July 2014
Abstract: Translating symbolic literary masterpieces into another language has long been a thorny bottleneck to those involved in translational endeavors. The aim of this study was to explore the translation strategies used for the transference of the Scarlet Letter (1850), written originally in English by Nathaniel Hawthorn, to Persian, namely Daghe Nang (1990) done by the well-known Persian writer and translator Simin Daneshvar. Investigation of the fundamental requirements for an effective transference of literary semiotics presupposes a thorough grasp of the source and target languages and their respective cultures. The findings of this study indicated that the translation strategies employed for such transference were: (cultural) adaptation, addition, assimilation, domestication, expansion and modulation. According to the authors, this study certifies that Daghe Nang constitutes an interlingual and intersemiotic version, as its translator transferred many different signs (linguistic, cultural, societal, religious and ideological) from English system of signs to Persian sign system.
Abstract: Translating symbolic literary masterpieces into another language has long been a thorny bottleneck to those involved in translational endeavors. The aim of this study was to explore the translation strategies used for the transference of the Scarlet Letter (1850), written originally in English by Nathaniel Hawthorn, to Persian, namely Daghe Nang (1...
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An Introduction to Embodied Cognition
Mansoor Fahim,
Atefeh Rezanejad
Issue:
Volume 2, Issue 4, July 2014
Pages:
283-289
Received:
3 August 2014
Accepted:
8 August 2014
Published:
20 August 2014
Abstract: This paper aimed at providing an overview on the post-cognitivist approach of embodiment theory. In the first section, a summary of the main tenets of the traditional cognitive theory are provided. Following the pros and cons of traditional cognitive theory, section two introduces the new trend in the field of cognitive science, i.e. the embodied cognitive approach. Then the main features and claims of embodiment theory are presented in section three. In sections four and five the confusions over the issue of embodiment and different types of embodiment are presented correspondingly, following a final conclusion section.
Abstract: This paper aimed at providing an overview on the post-cognitivist approach of embodiment theory. In the first section, a summary of the main tenets of the traditional cognitive theory are provided. Following the pros and cons of traditional cognitive theory, section two introduces the new trend in the field of cognitive science, i.e. the embodied c...
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Self-Esteem, Willingness to Communicate, and Oral Production: The Case Study of Iranian Intermediate EFL Students
Mohadese Habib zade,
Akram Hashemi
Issue:
Volume 2, Issue 4, July 2014
Pages:
290-294
Received:
5 August 2014
Accepted:
25 August 2014
Published:
10 September 2014
Abstract: Oral production in general and lecturing in particular plays a significant part in any academic field, especially in TEFL. This study aimed to illuminate and investigate the two psychological and crucial factors influencing the oral production: Willingness to Communicate (WTC) and Self-Esteem. An attempt was made to assess the relationship among WTC, Self-Esteem, and Oral production. In so doing, after homogenizing the students as Intermediate ones via a placement test, two questionnaires of WTC (McCroskey, 1987, 1992) and Self-esteem ( Sorensen, 2006) were administered to 34 intermediate students. Having administered the questionnaires, the researcher asked the subjects to deliver a lecture on general and controversial topics. Based on the questionnaires, the subjects were divided into four groups: 1) High WTC, High self-esteem, 2) High WTC, Low self-esteem, 3) Low WTC, High self-esteem, and 4) Low WTC, Low self-esteem. The data collected from the questionnaires as well as the scores given to their oral productions were analyzed through SPSS (16.00). Results indicated statistically significant differences between the two groups of High WTC, High Self-esteem and Low WTC, Low Self-esteem. The former group outperformed the latter one. The outcomes of this study could have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on these two psychological factors in their roles. The findings of the present study demonstrated that more concentration ought to be placed on these two psychological factors in order to enhance students’ oral performances.
Abstract: Oral production in general and lecturing in particular plays a significant part in any academic field, especially in TEFL. This study aimed to illuminate and investigate the two psychological and crucial factors influencing the oral production: Willingness to Communicate (WTC) and Self-Esteem. An attempt was made to assess the relationship among WT...
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